Accreditation

Education Accreditation

The Education Division at WVU Parkersburg was awarded national accreditation by the Council for the Accreditation of Educator Preparation (CAEP) in 2020. An Education Preparation Program that has accreditation ensures that teacher candidates meet rigorous standards prior to graduation. As a teacher candidate that means that an Elementary Education degree from WVU Parkersburg will give you the option of securing a teaching certificate for any state in the United States. The elementary education program is, also, nationally recognized by the Association of Childhood Education International.

CAEP 8 Annual Report

WVU Parkersburg’s education preparation program is dedicated to excellence that is achieved through continual assessment and improvement grounded in a culture of evidence that informs our practice. The faculty conducts two assessment meetings each year to review data collected from numerous sources: current students, faculty, graduates, employers, cooperating teachers and supervising teachers. Certification examination scores and grade point averages also provide data for review. This review of the data informs the program concerning areas that need to be improved.

The preparation program at WVU at Parkersburg is committed to transparency. The following data demonstrates the program’s dedication to excellence:

CAEP

WVU Parkersburg’s teacher education program received accreditation through the Council for the Accreditation of Educator Preparation in 2020. The Self-Study Report can be found below.

Impact Measures (CAEP Standard 4)

Measure of Completer ImpactAnalysis of TrendsComparison with BenchmarkSource
Student growth data provided by the Alumni Advisory Council provides evidence on the West Virginia Evaluation Rubrics for TeachersThe WV Evaluation Rubrics for Teachers requires that all teachers provide documentation of effect on student learning for two goals. This provides evidence for 6.1 and 6.2 on the assessment. All Alumni Advisory Council members submitted documentation that they achieved a rating of Accomplished (2) on both goals 6.1 and 6.2 for both 2017 and 2018. In 2019, all graduates achieved a rating of “Accomplished” except one received a rating of “Emerging” on 6.2 and another received a rating of “Distinguished”.The state has not provided data for comparison at this date. Comparison of 2017-2018 Alumni Advisory Council data to 2018-2019 Alumni Advisory Council show similar scores with a slight decrease in mean scores on the WV Evaluation Rubrics for Teachers Rubric. Mode scores for all 3 years are “Accomplished” on every indicator.Case Study: Assessing the Effectiveness of WVU at Parkersburg’s Graduates and Their Impact on Student Learning

Follow-Up to Alumni Advisory Council Study 2017-2018

Follow-Up to Alumni Advisory Council Study 2018-2019
West Virginia Evaluation Rubrics for Teachers- Rating for Standards 6.1 and 6.2 provided by WV Department of Education for 2015-2017 graduatesWV teacher evaluation data were provided by the state for the two goals that address teacher effectiveness, 6.1 and 6.2. 76% of 2015-2016 alumni achieved a rating of “Accomplished” on Goal 6.1 while 89% of 2016-2017 alumni achieved a rating of “Accomplished.” For Goal 6.2, 83% of 2015-2016 alumni achieved a rating of “Accomplished” and 100% of 2016-2017 alumni received a rating of “Accomplished” on Goal 6.2.It is evident that WVU at Parkersburg alumni can affect their students’ learning. Data provided by the state showed that alumni scored well above the rating of “Emerging” that is expected for first year teachers. Data from other WV education programs were not provided for comparison.Data provided by the WV Department of Education
2018- Star Reading and Math scores and IReady scores from graduates teaching in Wood County SchoolsWood County Schools provided growth data from Star Reading and iReady Math and Reading assessments for 6 graduates in 2018. All graduates showed growth in math and reading. No comparison data were given but graduates did reach their growth targets.2018 Graduate Data Provided by Wood County Schools
2019- iReady Reading and Math scores from graduates teaching in Wood County SchoolsIn 2019, Wood County Schools provided growth data from iReady Reading and Math assessments for 15 graduates. All graduates showed growth in math and readingNo comparison data were given but graduates did reach their growth targets.2019 Graduate Data Provided by Wood County Schools
Measure of Completer ImpactAnalysis of TrendsComparison with BenchmarkSource
The EPP’s graduates’ students were surveyed to gain their perception of their teachers in the areas of Tripod’s 7 C’s Framework: Care, Confer, Captivate, Clarify, Consolidate, Challenge, and Classroom Management.The overall area of Personal Support was the highest with a score of 314.63, specifically the component of Care with a score of 323. The lowest area for the 2018-2019 graduates was in the overall area of Curricular Support with a score of 288.5 specifically the component of Captivate with a score of 285.75. The overall area scores and specific component scores are lower overall than the scores from the previous year. When analyzing the range, the areas of Captivate and Classroom Management achieved the lowest scores when determining the range during both 2017-18 and 2018-19, from the perspective of the graduates’ students.Tripod was validated by the Measures of Effective Teaching (MET) project sponsored by the Bill and Melinda Gates Foundation. Tripod is the nation’s leading provider of classroom-level survey assessments for K-12 education. The Alumni Advisory Council’s students in grades K-2 took the Tripod survey. Scaled scores on the survey can range from 202 to 398. A score of 300 is the midpoint for all teachers. Case Study: Assessing the Effectiveness of WVU at Parkersburg’s Graduates and Their Impact on Student Learning

Follow-Up to Alumni Advisory Council Study 2017-2018 

Follow-Up to Alumni Advisory Council Study 2018-2019

Tripod Survey Results 2016-2019
Teacher evaluation data from the Alumni Advisory CouncilGraduates scored a rating of Emerging (1) or higher on each element of the WV Evaluation Rubrics for Teachers. The Alumni Advisory Council provided WV teacher evaluation scores to be reviewed. Scores were slightly above the scores of the 2017-2018 AAC on all elements except 1.3 “The teacher uses a balanced assessment approach to guide student learning,” 3.1 “The teacher utilizes a variety of research-based instructional strategies”, and 5.3“The teacher promotes practices and policies that improve school environment and student learning.” 2019 AAC scored higher than 2018 AAC on 10 indicators.The state has not provided data for comparison at this date. Case Study: Assessing the Effectiveness of WVU at Parkersburg’s Graduates and Their Impact on Student Learning

Follow-Up to Alumni Advisory Council Study 2017-2018

Follow-Up to Alumni Advisory Council Study 2018-2019 

West Virginia Evaluation Rubrics for Teachers data from Alumni Advisory Council 2016-2019
Measure of Completer ImpactAnalysis of TrendsComparison with BenchmarkSource
Ratings on the West Virginia Evaluation Rubrics for Teachers provided by the Alumni Advisory Council which includes graduates from 2013-2018.Qualitative comments on the 2018- 2019 annual WV teacher evaluations again confirmed that employers are satisfied with WVUP graduates and their preparation. Comments include, “Demonstrated a heart for his students,” “Lessons adequately scaffold and pacing is effective,” “Adjusted instruction and provided personalized learning based on anecdotal evidence, “Understands the unique needs of the students,” “Compassionate, caring and kind to the students she serves. Her classroom is safe and secure and set up in a manner that promotes learning of all students.”The state has not provided data for comparison at this date.Case Study: Assessing the Effectiveness of WVU at Parkersburg’s Graduates and Their Impact on Student Learning

Follow-Up to Alumni Advisory Council Study 2017-2018 

Follow-Up to Alumni Advisory Council Study 2018-2019
NeXT Common Metrics Instrument- Supervisor Survey

The Supervisor survey was designed to gain the supervisor’s perspective of first-year teachers’ readiness. The survey was created by the NExT consortium of teacher preparation programs in the mid-west and funded by the Bush Foundation
Supervisor data demonstrated strengths in the area of “Collaborates with teaching colleagues to improve student performance” (mean score of 3.67 out of 4) and areas of “effectively teaching subject matter”, “selects instructional strategies” and “adjusts instructional plans to meet students’ needs” (mean score of 3.62 out of 4). The lowest area with a mean score of 3.06 was “collaborates with parents and guardians to support student learning.”NeXT Common Metrics 2019 WV Aggregate Supervisor DataNeXT Common Metrics 2018 Supervisor Data
WVUP EPP Survey of Employers SatisfactionWVUP’s graduates have received strong employer ratings since the beginning of the program. The most recent survey data demonstrated strengths in “incorporating the use of technology and 21st century skills to design instruction” (mean score of 2.7 out of 3) and “selecting evaluation strategies to support instruction” (mean score of 2.7). The lowest areas with a mean score of 2.3 were “Incorporating student characteristics identified from various sources to design instruction,” “Communicates student evaluation results to students, parents, and appropriate personnel” and “Uses evaluation results in making instructional decisions, designing remediation activities, and enrichment activities.Data, both qualitative and quantitative, is consistent from year to year. Employers continue to rate WVUP graduates high in every area.WVUP Employer Satisfaction Data

Qualitative Employer Data including Milestones
Measure of Completer ImpactAnalysis of TrendsComparison with BenchmarkSource
NeXT Transition to Teaching Survey

The Transition to Teaching survey was designed to follow-up with graduates to determine their employment status and perceptions of preparation one year after graduation. The survey was created by the NExT consortium of teacher preparation programs in the midwest and funded by the Bush Foundation.
The overall area of “Instructional Practice” indicators were very high. 3.78 to 3.89.
In the overall area of “Diverse Learners” indicators ranged from 3.33 to 3.89. The highest areas were “differentiation for a variety of learning needs” and “differentiation for developmental levels.”
The lowest area was in the areas of “differentiation for ELL students”
The overall area of “Learning Environment” indicators were very high 3.78 to 3.89.
All alumni that completed the survey said they either “tend to agree” or “agree” that they would recommend their teacher preparation program and that they were prepared by the program.
NeXT Common Metrics 2018 Transition to Teaching WV Aggregate DataNeXT Common Metrics 2018 Transition to Teaching Data
WVUP EPP Survey of Graduates SatisfactionWVUP’s teacher preparation program consistently has received strong graduate satisfaction ratings One graduate’s response when asked what was the most beneficial aspect of the program provided a concise summary of the qualitative data: “Every aspect. From talking to other education graduates from other college/universities, I now see how much more prepared in the education field WVUP made me. Though at times it was a lot of work, it was 100% worth it. I'm a better teacher because of the requirements WVUP placed before me. The opportunity to be in a classroom starting semester one of the four year journey is beneficial. After speaking to colleagues who didn't graduate from WVUP, many colleges/universities don't put their education students in a classroom until their junior year. Being in a classroom early in college gave me extra experience and let me observe more teachers in my field of study.” The highest completer mean score was in the areas of “Shows professional commitment by following school
policies, rules, and regulations” and “Demonstrates interpersonal skills necessary to work with
school committees and/or community groups,”
(2.64 out of 3) while the lowest mean score was “Incorporates instructional objectives and state learner
outcomes into instructional plans,” and “Plans instructional strategies that are consistent with
intended outcomes and learning objectives"
(2.21 out of 3).
Data, both qualitative and quantitative, is consistent from year to year. Graduates continue to rate WVUP graduates high in every area.WVUP Completer/Graduate Satisfaction Data

Qualitative Graduate Satisfaction Data

Outcome Measures

Measure of Completer ImpactAnalysis of TrendsComparison with BenchmarkSource
WVUP Program Milestones and Graduation RatesProgram milestones are Admission to Program, Admission to Student Teaching, and Completion/Certification.

Data indicate that the past few years have shown an overall downward trend in Admission to Program which in turn has caused a downward trend in Admission Student Teaching and Completion. The number of candidates being admitted to program has shown a slight increase in the past semester. In eight semesters, 90% of candidates that were admitted to program were admitted to student teaching. During that time, 93% of candidates that were admitted to student teaching were certified. That number increased to 100% of candidates in the past three semesters.
Data are following national and state trends of teacher shortages and fewer students seeking degrees in teacher education.

Although fall 2019 has shown a slight increase in enrollment, the university as a whole has shown a downward trend in enrollment in recent years.

Increase in GPA from 2.75 to 3.0 for admission to program has had a slight effect on enrollment in the teacher education program.

It is rare for a candidate not to complete once admitted to program. Due to the demographics of the EPP’s candidates, life events tend to deter a candidate’s progression periodically. This is rare but does occur.
Admission to Program Data

Admission to Student Teaching Data

Certification Data

Graduation Rates
Measure of Completer ImpactAnalysis of TrendsComparison with BenchmarkSource
Completer GPA
Praxis Data
WVUP requires their candidates to pass Praxis I examinations before Admission to Program and all Praxis 2 examinations before Admission to Student Teaching. There is a 100% passage rate for completers.

WVUP candidates are required to have a 3.0 GPA in three areas: overall GPA, courses required for the BA degree in elementary education, and all courses with a EDUC prefix. No grades below a C are accepted.

In 2018-19, Admission to Program mean overall GPA was 3.38 and Admission to Student Teaching mean GPA was 3.45.
Candidates’ Praxis scores consistently follow the state and national benchmarks on all Praxis exams. Scores on the Principles of Learning and Teaching exam (5622) and Teaching Reading: Elementary Education (5203) traditionally are higher than the state and national mean scores.

Overall mean GPA is higher when compared to the overall mean GPA at the university. When compared with non-education majors, education majors’ GPA in every required general education course in the elementary education program is higher than non-education majors.
Overall GPA and PRAXIS Passage Rate

Admission to Program GPA

Admission to Student Teaching GPA
Title II ReportTitle 2 Report 2016

Title 2 Report 2017

Title 2 Report 2018

Title 2 Report 2019
Measure of Completer ImpactAnalysis of TrendsComparison with BenchmarkSource
Employment RatesThe full-time employment rate for 2018-2019 is 73%. 100% of 2018-2019 graduates are working in the field either full-time, substituting, or in another related field.Employment rates have increased over the past five years as the number of retirements in the school systems have increased. Graduates are employed soon after graduation. Ability to Be Hired
Measure of Completer ImpactAnalysis of TrendsComparison with BenchmarkSource
Tuition Price ComparisonWVUP’s tuition is the lowest tuition in WV, OH, and one of the lowest in the nation.Most Affordable University in West Virginia

Most Affordable University in Ohio
Student Loan Default RatesUniversity Loan Default Rates (Use code 003828)

Default Rate Letter